Posts Tagged diversity

STEM Tuesday– Diversity in STEM– Book List

By on March 1, 2022   /   Diversity in STEM, STEM Tuesday  

These books introduce scientists, mathematicians, engineers, and inventors who are largely overlooked. And too often, because of their race or gender, even their residency status, they don’t even get credit for their work.

ANTHOLOGIES

Scientists Who Changed History by DK

Using a fun set-up beginning with a quotation and list of milestones and including intriguing spot and profile illustrations, an insert about a competitor or subsequent scientist, and a big, bold sidebar of accomplishments, this book examines 86 scientists from the astronomer and mathematician Thales of Milatues (624-546 B.C.E) to computer scientist Tim Berners-Lee (present). Broken into seven time periods, each section also includes a “directory” and brief bios of 13 other scientists from that time. A wonderful examination through time and across the globe of both well-known and forgotten scientists.

Stolen Science: Thirteen Stories of Scientists and Inventors almost Written Out of History by Ella Schwartz

This book presents biographies of scientists and inventors whose stories have been forgotten or outright ignored by history. Too often, due to their race, gender, even residency status, credit for their discoveries were given to other people. Sidebars offer deep dives into the science and technology.

The Secret Lives of Scientists, Engineers, and Doctors. Volume 1&2 by Faisal Hossain

Brief introductions to current STEM professionals, many written in first person, about the inspiration or experiences that spurred them into their research and careers. Includes a note of where they are working or researching.

Inspiring African-American Inventors: 9 Extraordinary Lives by Jeff C.Young

Spanning from 1848 to 2008, each of the biographies contains a “Lifeline” with key moments, discoveries, and for some posthumous awards. Portraits, invention diagrams, and period ads help round out an honest evaluation of their lives, creativity, and societal struggles. A list of “report links,” detailed chapter notes, and further reading make this a great place to begin research.

Brilliant African-American Scientists:9 Exceptional Lives by Jeff C. Young

Following a similar format, this book examines scientists from the 18th to 20th centuries who influenced astronomy, space telescopes, blood & plasma storage, biology, physics, developing computer science, and chemotherapy. It is also a straightforward presentation that could encourage further research.

What Color Is My World? The Lost History of African-American Inventors by Kareem Abdul-Jabbar

Set within the framework of a fictional story of two twins, eleven fold-out flaps contain brief facts about inventors, their creations, and their influence on today’s society. Additionally, the book takes a more in-depth look at the life and discoveries of Lewis Howard Latimer, James E. West, Frederick McKinley Jones, Dr. Percy Lavon Julian, and Garrett Morgan. Sources and further information round out this fun exploration of important history.

A Native American Thought of It: Amazing Inventions and Innovations by Rocky Landon

Opening with a map of Traditional Native American territories, this informative, photo-illustrated book examines the shelters, modes of hunting & fishing, preparing food & clothing, medicine, transportation, communication, and games created by the various tribes many of which have continued or inspired current actions or inventions. It includes a brief look at Native Americans today, native languages, and further readings.

1001 Inventions and Awesome Facts from Muslim Civilization: Official Children’s Companion to the 1001 Inventions Exhibition (National Geographic Kids)

A cursory, but extensive, examination, from the 7th century into the 20th century, of the astrological, mathematical scientific and medical discoveries, as well as the musical, farming, games, and school creations that have been made by Muslim scientists and individuals. A fun map of highlights functions as a great “table of contents” and the section formats are highly visual and snippet oriented. A wonderful collection of facts and individuals.

INDIVIDUAL BIOGRAPHIES

Benjamin Banneker by Heather Lehr Wagner

Born in 1731, Banneker was a free Black man who worked his own farm. A curious child, he studied nature and wildlife and was fascinated by mechanics. He built a clock after taking a pocket watch apart. Later, he helped survey land that would become District of Columbia. This biography does not sidestep issues of race and forced labor.

Who was George Washington Carver? by Jim Gigliotti

Carver was born to enslaved parents near the end of the Civil War. He was curious and hungry for education, which he achieved despite racism and Jim Crow laws. He taught at Tuskegee College, where he developed products that used peanuts (glue, dye, plastic) – but not peanut butter!

Daniel Hale Williams: Surgeon Who Opened Hearts and Minds written and illustrated by Mike Venezia

Williams, known for ground-breaking heart surgery, began his medical career as a doctor’s assistant – a tough job in the later 1800s. After graduating from medical college, he discovered no hospital would accept a black doctor. When local hospitals refused to take his patients, he started his own hospital, a non-segregated institution that also provided training for black nurses and doctors.

The Boy Who Harnessed the Wind: Young Readers Edition by William Kamkwamba and Bryan Mealer

William Kamkwamba opens with life in Malawi: a mix of magic and science. His curiosity led him to fixing radios, a library, and eventually books about generating energy. As draught brings famine and death to the area, he builds a windmill to pump water for crops and produce electricity. A fun and inspiring read for kids (and adults).

Al-Khwarizmi : the inventor of algebra by Corona Brezina

This book shows Al-Khwarizmi the scholar: an astronomer, mathematician, geographer. His purpose was to help people solve math dilemmas in their everyday lives. In addition to developing algebra, he helped chart the course of planets, mapped the earth, and introduced the system of numbers we use today.

ADDITIONAL RESOURCES

– “Asian American scientists in STEM classrooms: increasing inclusion and visibility” – https://www.pbs.org/wgbh/nova/article/asian-american-scientists-stem-classrooms-increasing-inclusion-and-visibility/

– “The Secret Lives of Scientists and Engineers” – https://ny.pbslearningmedia.org/collection/secret-life-of-scientists-and-engineers-diversity-in-stem/

________________________________________________________________________ 

STEM Tuesday book list prepared by:

Sue Heavenrich writes about science for children and their families, from space to backyard ecology. Bees, flies, squirrel behavior—things she observes in her neighborhood and around her home—inspire her writing. Visit her at www.sueheavenrich.com

Maria Marshall is a children’s author, blogger, and poet passionate about making nature and reading fun for children. When not writing, critiquing, or reading, she bird watches, travels the world, bakes, and hikes. Visit her at www.mariacmarshall.com

Back to Top

STEM Tuesday– The Impacts of Our Changing Climate– Writing Tips & Resources

By on February 15, 2022   /   Climate Change/Earth Science, STEM Tuesday  

Our Changing Climate: A Personal Narrative Prompt

In the eye of the storm book cover

In her acknowledgements, Amy Cherrix, author of IN THE EYE OF THE STORM, shares what motivated her to write her book about hurricanes. As she notes: “I undertook this journey to understand hurricanes because I am no stranger to these storms.” In her author bio she writes that she and her family have lived through “six hurricanes, two floods, a desert sandstorm, and more blizzards than she cares to count.” Reflecting on Amy’s comments, and reading through this month’s book list made me realize that all of us have a story to tell when it comes to the impacts of our changing climate.

Like Amy, my family has been affected by climate change. Southern California, where I live, is facing intense wildfires and extreme drought. In the past few years, we’ve seen one of our Scouts’ favorite backpacking trails destroyed, the nature center at a favorite hiking spot burned down, and we were forced to stay inside many days because of wildfire smoke and poor air quality. Not to mention, we have been asked to conserve water because of our ongoing drought.

From  floods to blizzards, and increasingly hot summers, climate change is affecting all of us. This shared experience could be a powerful prompt for a personal narrative assignment. Let’s dive in.

The Personal Narrative Process

There are so many wonderful resources and free lesson plans for crafting personal narratives, and I’ve included links to many of these below. Here are some key steps in the process.

  1. Read and study personal narratives. All good writing starts with mentor texts. The New York Times offers a free personal narrative writing unit for students, which includes links to personal narratives written by Times columnists. Study them to discover the elements of good narrative writing, like the role of setting or using dialog. Or better yet, read some of the personal accounts captures in our books this month, like IN THE EYE OF THE STORM.
  2. Brainstorm your topics. How have you experienced climate change? Read some of the books on this month’s book list to learn about climate change and its various impacts. You might look closely at a book like HOW TO CHANGE EVERYTHING, which includes first-hand interviews with many young activists, who talk about how changing climate is affecting their communities. In the classroom, you can brainstorm impacts of climate change in small groups or with the whole class. Once you have a list, pick a topic that’s affected you personally.
  3. Write down everything you can recall about your specific experience. What happened on that day it was too hot to play soccer outside or that day you had to evacuate for a hurricane? Remember, for a personal narrative, you are your own best source. For your chosen event, think about where you were (setting). Who were you with (characters)? What happened (conflict)? How did it feel? Think about details that speak to all five senses, not just what you saw, but what you heard, felt, smelled, tasted.
  4. Shape your narrative arc, making sure to include:
    • Exposition – the setup where your setting and characters are introduced
    • Rising action – where the action starts happening and events escalate
    • Climax – the final showdown, the moment of greatest conflict
    • Falling action – the events after the climax where tension is falling and the plot events are being wrapped up.
    • Resolution (or dénouement) – that final, satisfying moment, like “they all lived happily ever after.”
  5. After you’ve finished your first draft, revise. After you’ve revised on your own, share with a writing partner (or two) for feedback. I often like to ask my writing partners specific questions, especially about areas I might be struggling with. For example, I might ask “What did you think of the opening? Did it grab your attention?” or “Was the ending satisfying?”

I found some wonderful resources for narrative writing and personal narratives (including mini lesson plans), which I’ll include below. Happy drafting!

O.O.L.F.

Kirsten Williams Larson author

Kirsten W. Larson

Website: kirsten-w-larson.com

Biography

Kirsten used to work with rocket scientists at NASA. Now she writes books for curious kids. She is the author of  WOOD, WIRE, WINGS: EMMA LILIAN TODD INVENTS AN AIRPLANE, illustrated by Tracy Subisak (Calkins Creek), an NSTA Best STEM BOOK, A TRUE WONDER: The Comic Book Hero Who Changed Everything, illustrated by Katy Wu (Clarion), which earned two starred reviews, and the forthcoming, THE FIRE OF STARS: The Life and Brilliance of the Woman Who Discovered What Stars Are Made Of, illustrated by Katherine Roy (Chronicle, 2023), and the middle grade graphic novel, THE LIGHT OF RESISTANCE illustrated by Barbara McClintock (Roaring Brook, 2023), as well as 25 nonfiction books for the school and library market. Find her at kirsten-w-larson.com or on Twitter and Instagram @KirstenWLarson.

Back to Top

Announcing the #KidsLoveNonfiction Campaign

By on February 14, 2022   /   Articles, Book Lists, For Teachers  

 

Announcing the #KidsLoveNonfiction Campaign
This morning, Mary Ann Cappiello, Professor of Language and Literacy at Lesley University, and Xenia Hadjioannou, Associate Professor of Language and Literacy Education at the Harrisburg campus of Penn State University, sent the letter below to The New York Times requesting that the paper add three children’s nonfiction bestseller lists to parallel the existing picture book, middle grade, and young adult lists, which focus on fiction.

This change will align the children’s lists with the adult bestseller lists, which separate nonfiction and fiction. It will also acknowledge the incredible vibrancy of children’s nonfiction available today and support the substantial body of research showing that many children prefer nonfiction and still others enjoy fiction and nonfiction equally.

If you support this request, please follow the signature collection form link to add your name and affiliation to the more than 200 educators and librarians who have already endorsed the effort. Your information will be added to the letter but your email address will remain private.

LETTER TO THE NEW YORK TIMES

Nonfiction books for young people are in a golden age of creativity, information-sharing, and reader-appeal. But the genre suffers from an image problem and an awareness problem. The New York Times can play a role in changing that by adding a set of Nonfiction Best Seller lists for young people: one for picture books, one for middle grade literature, and one for young adult literature.

Today’s nonfiction authors and illustrators are depicting marginalized and minority communities throughout history and in our current moment. They are sharing scientific phenomena and cutting-edge discoveries. They are bearing witness to how art forms shift and transform, and illuminating historical documents and artifacts long ignored. Some of these book creators are themselves scientists or historians, journalists or jurists, athletes or artists, models of active learning and agency for young people passionate about specific topics and subject areas. Today’s nonfiction continues to push boundaries in form and function. These innovative titles engage, inform, and inspire readers from birth to high school.

Babies delight in board books that offer them photographs of other babies’ faces. Toddlers and preschoolers fascinated by the world around them pore over books about insects, animals, and the seasons. Children, tweens, and teens are hungry for titles about real people that look like them and share their religion, cultural background, or geographical location, and they devour books about people living different lives at different times and in different places. Info-loving kids are captivated by fact books and field guides that fuel their passions. Young tinkerers, inventors, and creators seek out how-to books that guide them in making meals, building models, knitting garments, and more. Numerous studies have described such readers and their passionate interest in nonfiction (Jobe & Dayton-Sakari, 2002; Moss and Hendershot, 2002; Mohr, 2006). Young people are naturally curious about their world. When they are allowed to follow their passions and explore what interests them, it bolsters their overall wellbeing. And the more young people read, the more they grow as readers, writers, and critical thinkers (Allington & McGill-Franzen, 2021; Van Bergen et al., 2021).

Research provides clear evidence that many children prefer nonfiction for their independent reading, and many more select it to pursue information about their particular interests (Doiron, 2003; Repaskey et al., 2017; Robertson & Reese, 2017; Kotaman & Tekin, 2017). Creative and engaging nonfiction titles can also enhance and support science, social studies, and language arts curricula. And yet, all too often, children, parents, and teachers do not know about recently published nonfiction books. Bookstores generally have only a few shelves devoted to the genre. And classroom and school library book collections remain dominated by fiction. If families, caregivers, and educators were aware of the high-quality nonfiction that is published for children every year, the reading lives of children and their educational experiences could be significantly enriched.

How can The New York Times help resolve the gap between readers’ yearning for engaging nonfiction, on the one hand, and their lack of knowledge of its existence, on the other? By maintaining separate fiction and nonfiction best seller lists for young readers just as the Book Review does for adults.

The New York Times Best Sellers lists constitute a vital cultural touchstone, capturing the interests of readers and trends in the publishing world. Since their debut in October of 1931, these lists have evolved to reflect changing trends in publishing and to better inform the public about readers’ habits. We value the addition of the multi-format Children’s Best Seller list in July 2000 and subsequent lists organized by format in October 2004. Though the primary purpose of these lists is to inform, they undeniably play an important role in shaping what publishers publish and what children read.

Adding children’s nonfiction best-seller lists would:

  • Help family members, caregivers, and educators identify worthy nonfiction titles.
  • Provide a resource for bibliophiles—including book-loving children—of materials that satisfy their curiosity.
  • Influence publishers’ decision-making.
  • Inform the public about innovative ways to convey information and ideas through words and images.
  • Inspire schools and public libraries to showcase nonfiction, broadening its appeal and deepening respect for truth.

We, the undersigned, strongly believe that by adding a set of nonfiction best-seller lists for young people, The New York Times can help ensure that more children, tweens, and teens have access to books they love. Thank you for considering our request.

Dr. Mary Ann Cappiello

Professor, Language and Literacy

Graduate School of Education, Lesley University

Cambridge, Massachusetts

Former Chair, National Council of Teachers of English (NCTE) Orbis Pictus Award for Outstanding Nonfiction Committee

 

Dr. Xenia Hadjioannou

Associate Professor, Language and Literacy Education

Penn State University, Harrisburg Campus

Harrisburg, PA

Vice President of the Children’s Literature Assembly (CLA) of the National Council of Teachers of English (NCTE).

 

 

 

References

Allington, R. L., & McGill-Franzen, A. M. (2021). Reading volume and reading achievement: A review of recent research. Reading Research Quarterly, 56(S1), S231–S238. https://doi.org/10.1002/rrq.404

Correia, M. (2011). Fiction vs. informational texts: Which will your kindergarteners choose? Young Children, 66(6), 100-104.

Doiron, R. (2003). Boy Books, Girl Books: Should We Re-organize our School Library Collections? Teacher Librarian, 14-16.

Kotaman H. & Tekin A.K. (2017). Informational and fictional books: young children’s book preferences and teachers’ perspectives. Early Child Development and Care, 187(3-4), 600-614, DOI: 10.1080/03004430.2016.1236092

Jobe, R., & Dayton-Sakari, M. (2002). Infokids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ontario, Canada: Pembroke.

Mohr, K. A. J. (2006). Children’s choices for recreational reading: A three-part investigation of selection preferences, rationales, and processes. Journal of Literacy Research, 38(1), 81–104. https://doi.org/10.1207/s15548430jlr3801_4

Moss, B. &  Hendershot, J. (2002). Exploring sixth graders’ selection of nonfiction trade books: when students are given the opportunity to select nonfiction books, motivation for reading improves. The Reading Teacher, vol. 56 (1), 6+.

Repaskey, L., Schumm, J. & Johnson, J. (2017). First and fourth grade boys’ and girls’ preferences for and perceptions about narrative and expository text. Reading Psychology, 38, 808-847.

Robertson, Sarah-Jane L. & Reese, Elaine. (Mar 2017). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 17(1), 3-25.

Van Bergen, E., Vasalampi, K., & Torppa, M. (2021). How are practice and performance related? Development of reading from age 5 to 15. Reading Research Quarterly, 56(3), 415–434. https://doi.org/10.1002/rrq.309

If you support the request to add three children’s nonfiction bestseller lists to parallel the existing lists, which focus on fiction, please add your name and affiliation to the signature collection form.

Back to Top